Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning occurs.

The persistent difficulty of defining the mechanisms of interprofessional learning that can lead to collaborative behavior poses a challenge to evidence-based curricular design. To begin the process of building a framework for curricular development we used an inductive approach to better understand the lived experience of students engaged in an interprofessional activity. Utilizing methods from grounded theory, we analyzed reflective essays from an interprofessional classroom-based workshop for early learners at Case Western Reserve University.

Effects of an Interprofessional Student-Led Sexual Education Program on Self-Efficacy and Attitudes About Sexual Violence in Youths in Juvenile Detention.

Study Objective: We aim to explore the impact of an interprofessional graduate student-led sexual education curriculum on sexual self-efficacy, perceived importance of sexual consent, and willingness to intervene against sexual violence in the high-risk population of detained youths.

Design, Setting, And Participants: Medical, nursing, social work, and physician assistant students implemented a 3-session, comprehensive sexual health curriculum for detained youths (n = 253).

Interventions And Main Outcome Measures: The curriculum from Son et al (2017) was adapted to include a more targeted curriculum on consent and safe relationships.

Implementation and evaluation of a community-based interprofessional learning activity.

Implementation of large-scale, meaningful interprofessional learning activities for pre-licensure students has significant barriers and requires novel approaches to ensure success. To accomplish this goal, faculty at Case Western Reserve University, Ohio, USA, used the Ottawa Model of Research Use (OMRU) framework to create, improve, and sustain a community-based interprofessional learning activity for large numbers of medical students (N = 177) and nursing students (N = 154). The model guided the process and included identification of context-specific barriers and facilitators, continual monitoring and improvement using data, and evaluation of student learning outcomes as well as programme outcomes.

A patient advocacy program established through an interprofessional student-run free clinic.

This report describes a student-run free clinic model that exposes medical, nursing, and social work students to interprofessional care of the underserved early in their training. As a result of a new partnership with social work students, a patient advocacy program was established, which helped patients apply for an expanded Medicaid program.